CHAPTER IV RESEARCH RESULT
5.7 Implication of Research
5.1 The overview of the key findings of Learners’ Perceptions
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develop their English skills by joining the international environment, and the 1st year students seemed to have a strong motivation to join the international program.
However, when it comes to the 4th year, the number of students who were willing to improve slightly drops. Therefore, this can be seen that this international program should create some additional English skills classes or provide motivation or inspired classes for students to be more aware of the benefit of having English skills and attending an international program. In line with the finding of (Thompson et al (2022) who indicated that students with stronger efficacy put forth more effort and see the international program as a development opportunity.
Also, the learners understand the roles of EMI, and they have applied their learning styles in order to support their practices and processes. For example, they use other resources to find the answers, use learning applications to fulfill understanding such as YouTube, Google, and use peer tutoring to exchange knowledge with each other. Moreover, some use exercising practicing techniques because Engineering requires a lot of calculations.
5.1.2 Learners’ perception of course and materials
The finding indicated that the teachers could speak English clearly while teaching in the classroom. This learners’ perception is necessary to figure out that international programs required teacher preparation and development. Learners need to build a relationship with the teacher to learn using EMI. However, it cannot happen if the trust between learners and teachers is less. In line with the study of (Bienzobas, Herrarte & Vázquez (2019), the main challenges EMI lecturers face are that they have to deal with related specificities of teaching in a foreign language.
Hence, teachers need to improve their teaching performance as this study finding also suggests that learners measure their teachers’ English proficiency.
English language is a primary language used in EMI or international programs. However, Thai language may be used in order to clarify answers. The agents in this phenomenon are learners and teachers who need to use English in the EMI classroom. The learners agree to use English 100% in the classroom since they want to improve their English and would like to see the actual international environment. The learners have a positive perspective to learn Engineering technical words by using English since Engineering vocabulary has technical sounds itself.
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However, some students prefer teachers to switch to Thai language when they ask questions in Thai, and explain the difficult theory, which similarly affects teacher perceptions. However, in practice, they must use 10% Thai to explain the content.
This shows that Engineering international programs in Thai setting still require Thai to support the classroom.
5.1.3 Learners’ perception towards internationalization and language learning
Learners who attend international programs would be having reasonable arguments towards the benefit of learning using English in the classroom.
This research finding shows that learners understand that having a global experience by getting used to communicating in English will enable learners to shape their future careers. This research revealed that taking the international program will have a positive effect on their professional future. The finding pointed to the same argument as the study of Husain and Mahfoodh (2021) that using English helped learners to gain real-world experience and knowledge about the environment of the real workplace.
Also, it can be related to learners’ perception towards EMI that learners strongly agree that it is necessary to provide English training courses before starting the international program. In addition, most students have a positive perception towards EMI and view that learning subject in English is a positive experience (Mengjia, 2021).
5.2 Discussion of Learners’ Perception toward EMI
5.2.1 Learners’ perception on EMI and international program
The finding revealed that the lowest mean score of the overall perception of Thai tertiary-level engineering learners towards EMI was the courses or subjects of the international program that are appropriate to learn. This indicated that the confidence level to learn through EMI can be gained through prior English experience. Learners would find EMI appropriate as they have basic language information. However, different settings may have a different perspective on EMI for
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students who have never had an English learning experience or have less knowledge about English.
Also, learners’ decisions to study in the international program may be formed based on a variety of reasons. This study indicated that learners who are studying in the engineering international program feel happy and satisfied. Some learners find this international program challenging as they need to put an effort to understand the vocabulary and teachers’ communication abilities. This result is similar to Ahmad (2015) research who concluded that learners’ perceptions and expectations toward international program are due to the service quality offered and provided.
5.2.2 Learners’ Perception towards challenges in EMI
The finding highlighted that the lowest mean score of this perception was that English materials are available enough. It seems that learners understand well the terms or the vocabularies. However, they are not sure about the context that is suitable for their knowledge. Since teachers may use the materials exported from abroad, this action may not be the core issue if the curriculum provided accommodate local context needs. Hence, it may be useful for Thai learners. Hence, EMI curriculum for many subjects is important.
Also, technical vocabulary, speaking English, and assignments become the challenge that many learners are aware of. These points indicated that English proficiency may vary among learners. However, the most important thing is the improvement of learners themselves towards using English as their medium in the classroom. Aizawa et al (2020) figured out that factors are determined not only by language proficiency but also by other factors, such as prior content knowledge, motivation, and the classroom learning environment.
5.2.3 Learners’ Perception and understanding on Internationalization
The lowest mean score of this perception was the preparation to study and even work in a foreign country that uses English. This opinion indicated that learners know exactly about the benefit of attending class with EMI implementation.
However, they did not define the preparation to study abroad through EMI as the priority or the challenge that they focus to achieve. Learners’ views on internationalization are rather to understand the condition that internationalization is
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necessary to get learners to experience the global setting. Hence, they do not consider it as the objective to go to study. They seem to understand that attending the EMI classroom will enable them to become at a different level and have a proper instrument to grow for their future career.
Learners are expected to have abroad experience by joining international programs. They seem to look EMI as helpful since they frequently understand using English in the classroom. Many learners showed their interest in doing an exchange program. They do not want to miss the opportunity as they already attend an international program. This perception has led to the consideration that using English offered many advantages. To address these challenges, teachers and learners used adaptive strategies, such as the use of alternative textbooks, and self-learning skills in order to prepare themselves for joining abroad experience (Yang et al (2019)
5.3 The overview of the key findings of Teachers’ Perceptions 5.3.1 Teachers’ overall perception
All teachers who are teaching in international programs need to hold a doctoral degree and have experience studying abroad. Also, they should have teaching experience in English for 4-8 years. This shows that the qualification of a teacher is very important because they are not only specialized in the Engineering field but also must be excellent in English skills.
For the key point towards EMI, they support the international program by using EMI in the classroom. However, they pointed out that Thai language can explain deeper into the content more than lecturing in English only. It does show that even if they teach in an international program that is supposed to be entirely 100%
English, eventually they still need Thai language to support in some parts of teaching such as explaining the content, greeting, and answering questions. This issue should be seriously discussed with many agents such as teachers, students, administrators, and policymakers. Hence, teachers intended to ask the university administration to be responsible for monitoring the language provision and providing training (Ozer, O., 2020). On the other hand, teaching in EMI can increase the workload of teachers because they must prepare in English versions while at the same writing Thai content.
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So, in the future, they should develop into a digital platform to help with teaching materials and supporting teaching tools (Teacher 3, SSI).
5.3.2 Teacher’s perception of teaching and learning process from the perspective of learners
The finding from the item on teachers’ perception of teaching and learning processes from the perspectives of learners indicated that EMI would help learners to be more successful in business life after university. To be joining the international program, there are many opportunities offered and available.
Karnchanachari (2019) suggested that networking and connection among teachers should become the information for teachers to use to be convinced of learners’ plans.
The policymakers who define the regulations need to be aware that learners and teachers in the international program have to use English as the primary language in the classroom, just like the EMI administrators and heads of programs.
This environment makes teachers feel positive about the international program and use EMI in terms of teaching because in this program teachers are able to develop learners’ English skills and provide an opportunity for learners’ future career paths. In the international programs, all academic resources are mostly provided to support the learning process.
On the other hand, the finding of this study revealed that lecturing in English can promote learners’ interest in learning more than lecturing in Thai. This indicated that it seems to be easy for teachers to share information as they find the information and get the data mostly written in English. Hence, teachers are able to forward as many as they can and as fast as they wanted.
In general, the implementation of EMI in the international program will become more effective since the level of proficiency meets the standard accurately. It seems that international programs still need to provide teachers and learners with preparation courses such as training EMI teaching techniques and English preparation courses. This is in order to implement EMI smoothly in teaching in the classroom.
Also, students have expressed a positive attitude towards EMI. It can be seen from their views that they do not feel pressure and would like to develop their English skills through study. However, some still follow the regulation that requires using 100% English but some do not.
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Therefore, the administrators, heads of programs, including teachers should set up some policies that could motivate everyone to use English or build awareness of using English in the classroom. Finally, the teacher is one of the important factors to navigate the international environment in the classroom. They are the ones who can assist the university policy or are responsible for related activities that support the international environment to run effectively. For example, the importance of EMI will provide an impact on the initiative to arrange an international conference that involves many people including learners in the university, etc.
5.4 Discussion of Teachers’ Perceptions towards EMI
5.4.1 Teachers’ perception on EMI and international program
The finding highlighted that the item asking the level of proficiency to teach in English indicated a low level. It means that teachers are not confident to use English to deliver the content of the subject. It seems that the teacher has faced teaching obstacles as they have to share information accurately in the English language. Hence, this indication showed that teaching improvement for the teacher is required to help teachers to teach confidently in English.
Also, this research figured out that the teachers’ perception is focused on the need for an international program to better Thai learners. One showed that globalization is the key to helping learners connect with the trend of the world and increase the capability to accommodate all desired states. As Souad, M., & Ramdane (2019) explained that the implication of mastering English language can be beneficial in various sectors. The most important thing is the ability to access the information written in English and to share the discovery in our field.
5.4.2 Teachers’ perception of Challenges on EMI
The finding showed that the lowest mean score of the teacher’s perception of lecturing in Thai can promote learners’ interest in learning more than lecturing in English. This perception indicated that using English is also able to influence learners’ interest in learning. This finding is interesting as the teacher can use the English language in EMI implementation effectively. It can be inferred that teachers still can adapt to using English to teach the content.
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Interaction between teachers and learners is the key to the success of learning. However, using the English language to teach learners creates different responses. The teachers believed that all the information available during teaching hours provide learners with deep and meaningful information as English language is the language that has many words to describe the content. Hence, learners are able to access that information. However, some learners find it difficult as the cognitive ability factor is not yet used to comprehend the vocabulary. Galloway & Ruegg (2020) reported on such benefits for learners to include complete information and intercultural understanding while receiving the new experience of learning using English.
5.4.3 Teachers’ perception on suggestion and aspects to adjust or develop language used for teaching
Although some students argued that it is important to have a foreign teacher teaching in the international program. It is assumed that a foreign teacher may be excellent with their speaking skill. The pedagogical content still matters.
Moreover, learning is not about transmitting information to the learners. What matters is that the content that learners learn must be relevant to the learner’s life. This can only be provided by a local teacher who understands the context and content very well. Metz(2002) suggested that when student knowledge is not valued, students may be resistant to linguistic terms and concepts, despite teachers’ linguistic content knowledge and pedagogical approach.
5.5 The extent the Thai tertiary-level Engineering learners use EMI 5.5.1 Clarification
As the engineering field includes technical vocabulary and academic words. Leaners decide to clarify using an electronic dictionary. (Yuan, Wang &
Eagle, 2019) added that practices of digital literacies empower learners to become active learners. This showed the way how learners clarified their understanding through utilizing academic sources.
The cognitive issue becomes the crucial point that international programs must include in the development program. Many learners find understanding
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vocabulary in a specific context such as engineering very easy. Many textbooks showed technical terms that use native speaker mindset to understand. It becomes a challenge that learners face. A study conducted in China by Reynolds, Zhang (2021) showed that the challenge to understand the context in English is because of the lack of teacher feedback on the student's vocabulary use.
5.5.2 Academic Presentation
EMI emphasized learners to adapt in using English as the primary tool to communicate. It includes learners presenting their academic work. This activity leads to evaluating the speaking skills, as speaking is the output from the input of understanding information. Miskam & Saidalvi (2019) investigated that academic presentation is the result of the learning process that takes place during learners' preparation.
Although there is a study conducted by Koad, (2021) on factors influencing Thai learners' need to struggle to master English such as beliefs, learning strategies, and autonomy, these underlying factors were also significant predictors of Thai learners’ proficiency levels in overall and in specific skills.
5.5.3 Negotiation
Speaking in English for a specific purpose required a different method.
EMI provides learners with this opportunity. Some learners figured out the benefits of using English as a communication tool for their future job applications. A study by Shen (2013) concluded that most learners strive to understand their subject disciplines. This is because of inadequate linguistic proficiency and their academic reading difficulties could be broadly attributed to a deficiency in their language ability and their inability to comprehend content. Also, Toro, Camacho-Minuche, Pinza- Tapia & Paredes (2019) investigated that strategies to help students develop communicative competencies learners are necessarily provided by teachers.
5.5.4 Small Talk
The situation that may happen in the EMI environment is the use of the first language of the learners. Including small talk with friends does remain effective in EMI. Hence, learners must be aware of the purposive use of language that required proficiency. Although the first language is used for informal conversation, language matters in the exchange of information. Pecorari (2020) stated that understanding the
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purpose of language integration is more important for learners to switch the use of language.
5.6 The extent the Thai tertiary-level Engineering teachers use EMI 5.6.1 Greeting and leave-taking
Teachers are the model in every single act. Hence, the EMI environment needs special action conducted by teachers including greeting and leave-taking.
Teachers’ practices also speak a lot and their influence on learners' mindsets becomes effective. Jiang, Zhang & May (2019) argued that teachers need to consider learners’
communicative needs and address the limitations of the current EMI practices.
5.6.2 Praising
The conversation made between teachers and learners influenced the effectiveness of EMI. Hence, in each opportunity, teachers must utilize several strategies to be able to send the message that helps learners understand such as giving motivation to learners. Farrell (2020) added that experience combined with systematic reflection can lead to professional growth so that teachers can become more effective language teachers.
5.6.3 Instructing content and language
Teachers need to change from time to time. In the context of EMI implemented in Engineering classrooms, teachers must adapt themselves to the vocabulary and terms that are difficult to be discussed without understanding the concept. One part of effectiveness of learning is the delivery method. In the context of EMI, teachers play an essential role to help learners understand the phenomena that happened. Hence, delivery is the key to managing the perception. Considering the success of message delivery or using difficult terms to describe the findings would make others confused about the objectives of implementing EMI. Qiu & Fang (2022) highlighted that the instruction should no more be teacher dominated. Students favored interactive and efficient EMI courses with a primary focus on content. The implementation of the EMI curriculum and the development of EMI teachers’
expertise are necessary.